...write exams and how to write a multiple choice exam. Our discussion topics included: * Does cramming work? Why/why not? * Does pulling an all-nighter to study for an exam the following day work? Why/why not? * How do you study for an exam? * How do you write a multiple choice exam? * What sources do you use to prepare for an exam? Some responses to, “Why do students cram?” include: * Lazy * Not enough hours in the day * Too many things to do in addition to school work (e.g., work) * Pressure to do so * It works (to a limited degree) Some responses to, “How do you study?” include: * The physical act of handwriting study notes * Listening to music * Philip added that studies like this one suggest that baroque music causes the brain to pay attention * Taking short breaks in between work breaks * Incorporate some activity (e.g., brisk walk to Tim Hortons) during your break * Read your notes aloud * Convert notes to a concept map * Use cue cards * Practice on some tests, which you can find on the Internet or create them yourself or with a study group * Strategically reviewing the course outline to identify important headings. * Philip suggested that students read strategically by starting with the chapter summaries and to focus on topics emphasized by learning objectives throughout their reading Some responses to, “How do you write a multiple choice exam?” include: * Read all...
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...have drawn on research in cognitive psychology and their own expertise as educators to provide suggestions for more effective learning strategies. Doing the end of the chapter quizzes prior to reading the chapter, asking yourself questions about the learnt material, flashcards, and using quizzes as a learning tool are all examples of self-testing that has been defined by Putnam et al. (2016). Self-testing has shown to be one of the best strategies to use in preparation for a test. Putnam et al. suggest using test or quizzes as a learning tool in preparation for the assessment rather than as an assessment of learnt material. Retrieval practice makes you practice recalling the information just as you would in the final exam. Roediger and Butler (2011) focus on the power of testing effect. Retrieving learnt information during test causes better retention than rereading the material or having no exposure to it at all. It will be argued that self-testing is the best approach in preparing for a multiple-choice examination in university...
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...To begin with, the most crucial unit and basic important part of any assessment or a test is item. Brown, D. (2012) defines item as “the smallest unit that produces distinctive and meaningful information or feedback on a test when it is scored or rated”. (p. 41) Items format analysis defined as “the degree to which each item is properly written so that it measures all and only the desired content” (Brown, D. 2012, p. 42). Item analysis is a very useful and special to examine each particular item in a test or assessment and helps the instructors to create and make the item better. In addition, instructors can use item analysis as guidance and make the test items evaluate and revise in a persuasive way. The aims of using...
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...2012 Which educational theories were employed? There is an assortment of intelligence testing that goes from the Stanford-Binet intelligence test (IQ) to the information processing theories to Sternberg’s triarchic theory of intelligence and ending with Gardner’s multiple intelligences (Bee & Boyd, 2010). The standard IQ test measures only the intellectual and academic dimensions of intelligence and Gardner’s multiple intelligences suggests eight separate domains of intelligence, each with their strategies for measurement. On this variety the teacher went so far as to work the precepts of Sternberg’s triatric theory of intelligence, but not so far as to try and cover Gardner’s Multiple Intelligences. The day in which I observed the class was on Friday, and it was test day. There were two tests, a spelling test and a language comprehension test. Both tests definitely gauged intellectual ability to the absence of any type of measure about practical or creative intelligence. The students, however, after the tests were asked to color, cut out, and paste a large fish to their folders (creative), and then the teacher had a story time where the class talked about the dangers of not playing in the rain while lightning (practical). Which educational theories could have been used to better enhance instruction and learning? Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were used the smallest in the class I observed. The...
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...A test or examination is an assessment intended to measure a test-taker's knowledge, skill, aptitude, physical fitness, or classification in many other topics (e.g., beliefs). A test may be administered orally, on paper, on a computer, or in a confined area that requires a test taker to physically perform a set of skills. Tests vary in style, rigor and requirements. For example, in a closed book test, a test taker is often required to rely upon memory to respond to specific items whereas in an open book test, a test taker may use one or more supplementary tools such as a reference book or calculator when responding to an item. A test may be administered formally or informally. An example of an informal test would be a reading test administered by a parent to a child. An example of a formal test would be a final examination administered by a teacher in a classroom or an I.Q. test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[1] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statisticalanalysis of a large number of participants. A standardized test is any test that is administered and scored in a consistent manner to ensure legal defensibility.[2]Standardized tests are often used in education, professional certification, psychology (e.g., MMPI), the military, and many other fields. A non-standardized test is usually flexible in scope...
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...1 of 6 TEST BANK > CONTROL PANEL > POOL MANAGER > POOL CANVAS Pool Canvas Add, modify, and remove questions. Select a question type from the Add Question drop-down list and click Go to add questions. Use Creation Settings to establish which default options, such as feedback and images, are available for question creation. Add Creation Settings Name Chapter 3--Fighting Fraud: An Overview Description Modify Instructions Add Question Here Multiple Choice 0 points Modify Remove Question Research has shown that ______ detect most frauds. Answer Auditors Customers Vendors Employees Add Question Here Multiple Choice 0 points Modify Remove Question All of the following are methods that organization can adopt to proactively eliminate fraud opportunities EXCEPT: Answer Accurately identifying sources and measuring risks. Implementing appropriate preventative and detective controls. Creating widespread monitoring by employees. Eliminating protections for whistle blowers. Add Question Here Multiple Choice 0 points Modify Remove Question Audits, public record searches, and net worth calculations are used to gather what type of evidence in fraud investigation? Answer Testimonial Forensic Documentary Observational Add Question Here Multiple Choice 0 points Modify Remove Question Which of the following is NOT a part of the evidence square? Answer Management evidence Documentary evidence ...
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...Develop a rational way of combining the scores on the assessment methods you recommended. Recommend either a multiple hurdles, compensatory, or combined approach and explain. Chern’s will take the combined approach (combining the multiple hurdles and compensatory approaches) to rationally combine the scores on the assessment methods we have selected. The multiple hurdles approach will screen candidates’ resumes for KSOA’s. This will require candidates’ to receive a passing score on this assessment before being allowed to continue on in the selection process. Compensatory factors like cognitive ability, integrity, and personality will then be assessed. High scores on some assessments can compensate for low scores on other assessments. Describe the weights for each assessment method when calculating the overall score. Assessment Method: Cognitive Ability Test (measures a candidate’s ability to learn, process, and apply information rapidly; verbal spatial, and mathematical abilities) Scale of Assessment: Typical scores range from 85 to 130 (mean and standard deviation for this sample are 112.5 and 8.02, respectively). Cost: $70 per candidate Assessment Method: Integrity Test (measures a candidate’s trustworthiness, integrity, and honesty) Scale of Assessment: Possible scores for this test range from 1 to 5 (mean = 3.50, std. dev. = 0.93). Cost: $70 per candidate Over score = c + (b1 X a1) + (b2 X a2) + (b3 X a3)... Using your interview score results, candidate resumes...
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...Ms. Small uses a theory known as constructivism. When she works with her class she is looking for the meaning behind everything that students say. She calls it “playing devil’s advocate” as students respond to one question, and she immediately leads to the opposite side of the argument. Ms. Small looks at the end result when teaching and says that the facts in isolation do not mean very much. Students have these mental perceptions about ideas and information being taught, but as a teacher Ms. Small brings those ideas into reality visually, verbally, and with direct hands on activities. She says that the quality of the information is more important than the quality. The students are asked not to memorize a story and complete a multiple choice (or multiple guess as she calls it) for her class, but to interpret it, act it out, or defend the characters in a mock trail. Educational theory that I would suggest that could have been used is constructivism. Constructivism is when people construct their own individual psychological models of the world in order to make sense of their experiences. Ms. Small could have enriched the lesson to real life situations to connect to the students in today’s society. A professor can use different educational theories in a classroom. According to Bee and Boyd, 2010 Gardner’s theory “has eight domains of intelligence (Linguistic, Logical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalistic). Informational processing...
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...experience in the lab or field. It tests for the fundamentals of computer technology, networking and security, as well as the communication skills and professionalism now required of all entry-level IT professionals. CompTIA A+ Practical Application is an extension of the knowledge and skills identified in CompTIA A+ Essentials, with more of a "hands-on" orientation focused on scenarios in which troubleshooting and tools must be applied to resolve problems. Required exams: CompTIA A+ Essentials, CompTIA A+ Practical Application Number of questions: 100 for each exam Length of test: 90 minutes each Passing score: 675 for CompTIA A+ Essentials, 700 for CompTIA A+ Practical Application on a scale of 100-900 Exam Overiew: • CompTIA_A_220-701: pdf • CompTIA_A_220-702: pdf CompTIA A+ Test Taking Tips It is possible to study and learn about a topic and still not find success on a certification exam. Studying develops specific skill and knowledge, but it is the presentation of your skill and knowledge that satisfies the exam. This difference is vital to successful exam study. Multiple choice: What’s right and what’s wrong? Knowing what is wrong (and why it is wrong) as well as what is right, demonstrates mastery, and can lead you safely through the minefield of exam distracters (incorrect answer choices). Ineffective study may leave you knowing only a narrow vision of what is right in a particular circumstance. Multiple choice certification exams emulate the real...
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... days per week, any extra days are paid at double her normal rate. Nancy worked 4 weeks with no overtime, and then worked 3 more weeks, each with y days of overtime. Which of the following represents Nancy’s total earnings over this period? ○○ ○○ ○○ ○○ ○○ 3y(7x 1 2xy) 3x 1 12y 3xy(7x 1 2) 3x(2y 1 7) 4x(y 1 8) Step 1: Analyze the Question We’ve got a wordy question stem and variables in the answer choices, so we can make this question more concrete and manageable through Picking Numbers. Step 2: State the Task We need to determine Nancy’s total earnings over a seven-week period, including four regular three-day weeks and three weeks during which she worked overtime days. Step 3: Approach Strategically We need two values, so let’s set x 5 5 and y 5 2. (Note that it’s a good idea to avoid 3 and 4 when Picking Numbers for this question, since those numbers appear in the question itself and may cause confusion later when we substitute the values into the answer choices.) There are two distinct parts of the seven-week period we’re asked to consider: the first four weeks, during which she worked three days a week with no overtime, and the final three weeks, during which she worked three days a week plus overtime. Let’s start with the first four weeks. Each week she worked three days at a rate of $5 a day (her daily rate is x, which we’ve set equal to 5), for a total of $60 earned: 4 3 3 3 5 5...
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...There are a few different solutions that could be put into place for standardized testing, some of which include: sampling, stealth assessments, multiple measures and inspections. According to Kamenetz, an author for npr, has written an article explaining what these solutions are and what they involve. She stated that sampling was, “a simple approach. The same tests, just fewer of 'em. Accountability could be achieved at the district level by administering traditional standardized tests to a statistically representative sampling of students, rather than to every student every year.” Stealth assessments are invisible tests put into place by textbook companies that also provide math and English software with questionnaires that students complete. Every answer that is collected by the companies and it is late interpreted. It is said that these tests will reduce many of the test anxieties that student receive from standardized testing (Kamenetz). The multiple measures solution is, “a simple approach. The same tests, just fewer of 'em. Accountability could be achieved at the district level by administering traditional standardized tests to a statistically representative sampling of students, rather than to every student every year (Kamenetz). Some of the measures include: game-based assessments, social and emotional skill surveys, and portfolio based assessments (Kamenetz). The last...
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...material. Science can cover many topics, terms, and each topic and term can be used interchangeably. So, it is important to assess before beginning the content work. Since I have selected Seventh Grade Physical Science, CCSS Standard P.7.5, it is vital for myself to know what to direct my focus on. So, by administering a pretest, I will see how I need to deliver my lectures and adjust the curriculum to meet each learner’s unique needs. I decided to make a pre-test composed of 25 questions being; fill in the blank,...
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...Journal of Accounting and Economics 31 (2001) 255–307 Empirical research on accounting choice$ Thomas D. Fieldsa, Thomas Z. Lysb,*, Linda Vincentb b Graduate School of Business Administration, Harvard University, Boston, MA 02163, USA Kellogg Graduate School of Management, Northwestern University, Evanston, IL 60208, USA Received 21 January 2000; received in revised form 31 January 2001 a Abstract We review research from the 1990s that examines the determinants and consequences of accounting choice, structuring our analysis around the three types of market imperfections that influence managers’ choices: agency costs, information asymmetries, and externalities affecting non-contracting parties. We conclude that research in the 1990s made limited progress in expanding our understanding of accounting choice because of limitations in research design and a focus on replication rather than extension of current knowledge. We discuss opportunities for future research, recommending the exploration of the economic implications of accounting choice by addressing the three different reasons why accounting matters. r 2001 Published by Elsevier Science B.V. JEL classification: M41 accounting Keywords: Capital markets; Accounting choice; Voluntary disclosure; Accounting judgments and estimates; Earnings manipulation $ We are grateful for comments received from Ronald Dye, participants of the 2000 Journal of Accounting and Economics conference, the editors Ross Watts and Douglas...
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...inquiry will be an instance of a class of phenomena that provides an analytical frame — an object — within which the study is conducted and which the case illuminates and explicates." According to J. Creswell, data collection in a case study occurs over a "sustained period of time."[4] Another suggestion is that case study should be defined as a research strategy, an empirical inquiry that investigates a phenomenon within its real-life context. Case study research can mean single and multiple case studies, can include quantitative evidence, relies on multiple sources of evidence, and benefits from the prior development of theoretical propositions. Case studies should not be confused with qualitative research and they can be based on any mix of quantitative and qualitative evidence. Single-subject research provides the statistical framework for making inferences from quantitative case-study data.[2][5] This is also supported and well-formulated in (Lamnek, 2005): "The case study is a research approach, situated between concrete data taking techniques and methodologic paradigms." The case...
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...Writing Good Multiple-Choice Exams Dawn M. Zimmaro, Ph.D. Measurement and Evaluation Center Telephone: (512) 232-2662 Web: www.utexas.edu/academic/mec Location: Bridgeway Building, 2616 Wichita Street Address: P.O. Box 7246, Austin, TX 78713-7246 Last revised August 19, 2004 1 Table of Contents SECTION Goals of the workshop The KEY to Effective Testing Summary of How Evaluation, Assessment, Measurement and Testing Terms Are Related Course Learning Objectives Abilities and Behaviors Related to Bloom’s Taxonomy of Educational Objectives Illustrative Action Verbs for Defining Objectives using Bloom’s Taxonomy Examples of Instructional Objectives for the Cognitive Domain Resources on Bloom’s Taxonomy of the Cognitive Domain and Writing Educational Objectives Test Blueprint Description of Multiple-Choice Items Multiple-Choice Item Writing Guidelines Guidelines to Writing Test Items Preparing Your Students for Taking Multiple-Choice Tests Sample Multiple-Choice Items Related to Bloom’s Taxonomy More Sample Multiple-Choice Items Good versus Poor Multiple-Choice Items Activity: Identifying Flawed Multiple-Choice Items Scenario-Based Problem Solving Item Set An Alternative Multiple-Choice Method Guidelines for Administering Examinations Analyzing Multiple-Choice Item Responses Activity: Item Analysis PAGE 2 3 4 5 6 7 8 9 10 11-14 15-17 18 19 20-22 23-24 25-26 27-29 30-32 33-34 35 36-38 39 Last revised August 19, 2004 2 Goals of the Workshop Multiple-choice exams are...
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